A universidade vai ao quilombo: o Programa de Interiorização Quilombola (PIQ) no Torrão do Matapi/AP nas vozes de acadêmicos do curso de Pedagogia

Abstract

This dissertation, titled “The Quilombola Internalization Program (PIQ) in Torrão do Matapi/AP from the perspectives of Pedagogy students,” sought to answer the following Research Question: How do quilombola students in the Pedagogy course at Torrão do Matapi understand the process that guaranteed their access to and opportunities for staying in higher education? Its general objective was to analyze the perceptions of quilombola students regarding access to and opportunities for remaining in higher education in Torrão do Matapi. The specific objectives are aligned to: a) contextualize the importance of the black social movement and its role in the implementation of the PIQ, as well as the pathways of education for black people and its developments; b) describe the trajectory of the PIQ implementation in the initial training of teachers for “Quilombola School Education” at the Federal University of Amapá in Torrão do Matapi; c) to understand the perception of quilombola students about their access to and retention in higher education, with a focus on the Pedagogy course at Torrão do Matapi. The research was configured as a case study, based on a qualitative approach. The methodological path was realized through the analysis of documents related to the implementation of UNIFAP/PIQ's Quilombola Internalization Program, as well as the Pedagogy course to which the students are enrolled, and through the application of questionnaires with semi-structured questions, aiming to give visibility to the perception of quilombola students regarding the implementation process of this public policy and their conditions of entry, participation, training, and continuity. The research site was the Campus of the Federal University of Amapá, where the Pedagogy course is being offered in the Quilombola community of Torrão do Matapi. The data collected were processed through Content Analysis, which allowed us to relate these experiences to the theoretical debate on education in quilombos, identity, race, racism, and affirmative action. The data set was analyzed in accordance with the theoretical framework, based on authors who address the theme of education for ethnic-racial relations such as Munanga (2016), Gomes (2017), among other authors like Saviani (2013), Costa, Maldonado-Torres, Grosfoguel (2020), Fonseca (2016), Gohn (1997, 2011), Gomes (2017), Nascimento (2019), Quijano (2005), Santos (2006). As a result of the research, it was identified that the PIQ is perceived as an instrument of historical reparation and social transformation, but its effectiveness depends on continuity, the expansion of institutional support, and the integration of content that values quilombola identity. The analysis of these statements highlights that the quilombola presence in the university is not merely an individual achievement, but a collective movement that challenges exclusionary structures, reaffirms education as a practice of resistance, and strengthens the construction of an academic space that is plural, critical, and inclusive, committed to decoloniality and anti racist education.